SEND Induction and Transition

“Teachers make sure that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have the knowledge they need to succeed. This is because the adults who work with them provide effective support to help them take a full part in lessons.” – Ofsted, 2019

What is Transition?

Transition is the change a child experiences when moving from one familiar setting to another. By the time they start school, some children may already have had several transitions—such as moving between nursery rooms, attending different childcare providers during the week, or moving from nursery to school.

For other children, the move from home to school may be their first big change, which can feel more challenging.

When children are starting in Reception, their previous early years setting shares important information with us about their needs. The Special Educational Needs Coordinators (SENDCos) from both settings meet to ensure the right plans are in place before the child starts school.

If a child has an Education, Health and Care Plan (EHCP), the Local Authority will work with the school to make sure we can meet their needs.

What is Induction?

Induction is the set of policies and procedures we use to ensure children and their families have a smooth and positive start in our school or nursery.

Our principles for successful SEND induction and transition are:

Recognise uniqueness – Every child is different. Those with SEND may need additional, flexible support.
Prepare the environment – We make sure settings feel familiar, needs are met, and change happens gradually.
Ensure continuity – We value previous assessments, reports, and experiences, ensuring they shape our approach.
Involve parents and carers – You know your child best. We work in partnership so you feel confident your child will be safe, valued, and understood.

When parents are fully involved in the transition process, children feel more settled and confident.

How We Support SEND Transition

Meetings with parents and carers to discuss needs and share information from previous settings or professionals.
Extra transition visits if needed, to build familiarity.
Sharing key documents such as Individual Provision Maps (IPMs), EHCPs, or medical care plans.
Planning additional support – such as staff training, new resources, or a tailored admission timetable.
Home visits before starting, so staff can meet the child in their own environment.

Induction for Nursery and Reception

Nursery children visit with parents before starting their sessions.
Reception children attend taster sessions with parents, followed by short sessions without parents.
September starts are staggered – half days and one full day in small groups, including lunch.
Parents attend a Headteacher welcome and induction meeting.
Ongoing communication through termly meetings, newsletters, workshops, and coffee mornings.

Transition Within the Federation

Annual transition programme between year groups.
Teachers meet to share information about learning, well-being, and SEND needs.
Children visit their new classroom, with extra visits for those who need them.
Friendship groups are considered when organising classes.
All SEND records, IPMs, and communication logs are passed to the new teacher.

Transition to Key Stage 2

For children moving to Wrockwardine Wood C of E Junior School or another KS2 setting, we:

Hold joint meetings between Y2 and Y3 teachers, SENDCos, and pastoral leads.
Arrange visits for children throughout the year.
Plan extra visits for SEND children if needed.
Share all records, IPMs, and reports.

In-Year Transfers

When a child joins or leaves during the school year:

The previous setting provides a Pupil Passport.
We liaise with the previous or new school to share all relevant information.
We ensure all necessary support is in place before the child’s first day.